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Australian business graduates’ perceptions of non-technical skills within the workplace

Australian business graduates’ perceptions of non-technical skills within the workplace <jats:sec> <jats:title content-type="abstract-subheading">Purpose</jats:title> <jats:p>The purpose of this paper is to explore non-technical skills from the perspective of Australian business graduates who had recently made the transition from higher education into full-time employment.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title> <jats:p>A mixed-methods approach was applied through the use of an online survey containing closed and open-ended questions pertaining to graduates’ perceptions of the relative importance of non-technical skills, as well as graduates’ overall confidence levels in displaying these skills within the workplace. Data were analysed and further explored through 12 follow-up qualitative semi-structured interviews by using a constant comparative approach to identify common themes and factors.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Findings</jats:title> <jats:p>The study revealed that the non-technical skill of self-management was reported as the most important skill for graduates who were managing the transition from higher education into the workforce. The non-technical skills which were classified to be associated with workplace socialisation and familiarisation were rated higher than those which were classified as being related to task completion.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Practical implications</jats:title> <jats:p>Graduates commencing employment within a new workplace environment can benefit from the strategies reported, which assisted with the processes of workplace socialisation and familiarisation.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Originality/value</jats:title> <jats:p>Perceptions of non-technical skills, from the perspective of graduates who are managing the transition process from higher education into full-time employment remains a relatively unexplored area within existing literature. This study reveals new insights into the experiences of graduates who are likely to be engaged with the issues surrounding the disparity between the expectations of higher education, industry, and the graduates themselves.</jats:p> </jats:sec> http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education + Training CrossRef

Australian business graduates’ perceptions of non-technical skills within the workplace

Education + Training , Volume 59 (5): 457-470 – Jun 12, 2017

Australian business graduates’ perceptions of non-technical skills within the workplace


Abstract

<jats:sec>
<jats:title content-type="abstract-subheading">Purpose</jats:title>
<jats:p>The purpose of this paper is to explore non-technical skills from the perspective of Australian business graduates who had recently made the transition from higher education into full-time employment.</jats:p>
</jats:sec>
<jats:sec>
<jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title>
<jats:p>A mixed-methods approach was applied through the use of an online survey containing closed and open-ended questions pertaining to graduates’ perceptions of the relative importance of non-technical skills, as well as graduates’ overall confidence levels in displaying these skills within the workplace. Data were analysed and further explored through 12 follow-up qualitative semi-structured interviews by using a constant comparative approach to identify common themes and factors.</jats:p>
</jats:sec>
<jats:sec>
<jats:title content-type="abstract-subheading">Findings</jats:title>
<jats:p>The study revealed that the non-technical skill of self-management was reported as the most important skill for graduates who were managing the transition from higher education into the workforce. The non-technical skills which were classified to be associated with workplace socialisation and familiarisation were rated higher than those which were classified as being related to task completion.</jats:p>
</jats:sec>
<jats:sec>
<jats:title content-type="abstract-subheading">Practical implications</jats:title>
<jats:p>Graduates commencing employment within a new workplace environment can benefit from the strategies reported, which assisted with the processes of workplace socialisation and familiarisation.</jats:p>
</jats:sec>
<jats:sec>
<jats:title content-type="abstract-subheading">Originality/value</jats:title>
<jats:p>Perceptions of non-technical skills, from the perspective of graduates who are managing the transition process from higher education into full-time employment remains a relatively unexplored area within existing literature. This study reveals new insights into the experiences of graduates who are likely to be engaged with the issues surrounding the disparity between the expectations of higher education, industry, and the graduates themselves.</jats:p>
</jats:sec>

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Publisher
CrossRef
ISSN
0040-0912
DOI
10.1108/et-01-2017-0016
Publisher site
See Article on Publisher Site

Abstract

<jats:sec> <jats:title content-type="abstract-subheading">Purpose</jats:title> <jats:p>The purpose of this paper is to explore non-technical skills from the perspective of Australian business graduates who had recently made the transition from higher education into full-time employment.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title> <jats:p>A mixed-methods approach was applied through the use of an online survey containing closed and open-ended questions pertaining to graduates’ perceptions of the relative importance of non-technical skills, as well as graduates’ overall confidence levels in displaying these skills within the workplace. Data were analysed and further explored through 12 follow-up qualitative semi-structured interviews by using a constant comparative approach to identify common themes and factors.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Findings</jats:title> <jats:p>The study revealed that the non-technical skill of self-management was reported as the most important skill for graduates who were managing the transition from higher education into the workforce. The non-technical skills which were classified to be associated with workplace socialisation and familiarisation were rated higher than those which were classified as being related to task completion.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Practical implications</jats:title> <jats:p>Graduates commencing employment within a new workplace environment can benefit from the strategies reported, which assisted with the processes of workplace socialisation and familiarisation.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Originality/value</jats:title> <jats:p>Perceptions of non-technical skills, from the perspective of graduates who are managing the transition process from higher education into full-time employment remains a relatively unexplored area within existing literature. This study reveals new insights into the experiences of graduates who are likely to be engaged with the issues surrounding the disparity between the expectations of higher education, industry, and the graduates themselves.</jats:p> </jats:sec>

Journal

Education + TrainingCrossRef

Published: Jun 12, 2017

References